in our big public schools, where only a certain class of the population comes; if so, it remains an aristocratic study for the few. We wish to have some security that it should be within reach of all classes of the population who receive a secondary education. There are boys, we recognise, who will never want or need to learn it, but there are some for whom it will be as priceless a possession as it is for many of us to-day; and it is surely not unreasonable that these, if they cannot afford to 'go to a big residential school, should find a teacher of it in their local grammar or secondary school, and not grow up without a chance of acquiring it, till they reach an age when its acquisition becomes difficult or impossible.

At present the only method of securing this is compulsory Greek at the Universities. It means that certain schools, where Greek would have died under the pressure of commercialism, are forced to maintain it because it is necessary for Oxford and Cambridge. It is a makeshift method, for it only partially secures its end; it is hard on boys who wish to go to the Universities and have no aptitude for Greek, and in the case of these latter, it is a prostitution of a great subject. Yet it is no use ignoring the difficulty which causes its retention,

or concealing from ourselves that if in present circumstances compulsory Greek be abolished, it is practically certain that Greek in the majority of our secondary schools will be not only a dead language but a dead study. Do we wish to run that risk?

In Germany this difficulty has never existed, because in every town of any size there is a local Gymnasium or secondary school, where boys not only can, but must learn Greek, and that throughout their whole school career. If they wish to avoid it, they can go to a Realschule; but at any rate they have the option; and no one in Germany can argue that compulsory Greek at the Universities is needed in order to keep the study of the language alive. A solution of our own problem might be found on these lines. The Board of Education at present insists on Physical Science being taught to all boys who attend rate-aided schools. It might insist that facilities for learning Greek should be given at all such schools. This would not mean that anyone need learn the language; it would merely secure that Greek was taught, and, if desired, could be learnt. If this were done, it would be possible almost without opposition to free those who should be freed from the burden of cramming up fragments of a

language of which they have no appreciation and for which they have no gift. And surely it is not an excessive claim to make, that boys of all classes and of all secondary schools should have the chance, if they wish it, of studying a literature that is so great and a civilisation that has so deeply influenced the world.

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